Erasmus

For the last 10 years the city of Lisbon has been receiving an increasing number of international students, expanding considerably the supply of student accommodation. In spite of the resulting rise of a new and underdeveloped housing market directed to students, studentification is not exhibiting the usual concentration and segregation patterns of clustering across the city. On the contrary, the effects of student-related economic activities are spreading throughout Lisbon, overlapping with several urban transformations. An examination of international students' lifestyles in Lisbon seems to demonstrate that diverse youth cultures of Erasmus students are colo-nising different districts and activities through diverse processes of belonging and distinction. Beyond the studentification literature (and its housing-supply centred perspective) it is necessary to recognise that international students become involved in broader urban processes such as the tourism industry, marginal gentrification or entrepreneurial creativity, thus becoming a new class of transnational urban consumers.

On the basis of the autobiography of the orthodox Calvinist minister Abraham Trommius (1633-1719), this article argues that the Republic of Letters created its own cultures of memory. The very use of the word ‘Republic’ begs the question whether there was some kind of early modern ‘state building’ at play within the networks of learned men and women. Although sentiments of religious and political alliance cannot be ruled out in the practices of learned memories, the identity arising from these cultures aimed at stressing learning, friendship and communication. Its acts of memory were localized instances of learned identity formation across borders, serving travelling students regardless of their political and confessional affiliations. This article argues that memories of learning or learned memories present a new logical, although hitherto ignored, line of research, to complement well-studied political and confessional memories. Trommius draws particular attention to Erasmus and to Joseph Scaliger and his father Julius Caesar Scaliger. The article also discusses the broader memory of these towering figures to exemplify the study of early modern learned identity formation by means of cultures of memory.

Keywords: locations of knowledge,  learned identity,  material memory,  Grand Tour,  Erasmus,  Scaliger

Erasmus was the most important humanist of the sixteenth century. His work in theology and education deeply influenced the European culture of his times and of subsequent centuries. In theology and ecclesiology, he was a reformer, criticizing the doctrine of sacraments and condemning the existence of the religious orders and the role of their exponents as theologians, preachers, and inquisitors. He radically refused Scholastic theology as well. His view of Chris-tianity and the Church as a community was an evangelical one, and he believed that salvation for mankind could only be found in Christ, understood as the Word of God made incarnate in the written words of the New Testament. For this reason, he dedicated his theological activity to the philological study of the text of the New Testament and to the works of the Church Fathers, making this the main purpose of his life. Conversely, he refused to join the Lutheran movement, which he considered schismatic, and condemned any form of aggressive dissent. He stayed faithful to the Pope of Rome, believing in a theological and moral reformation without rifts in the body of the universal (Catholic) Church. Alongside his theological work, his writings on education focused on the moral reform of Christian people. Children, women, common men, and men of power are the addressees of books that became classics (e.g., the Colloquies, first published in 1518). In line with his humanistic thinking, he greatly appreciated rhetoric as an excellent means of communication , whereas he considered dialectics a dangerous science. Many of his writings are conceived as examples of the art of rhetoric, and let his brilliant and creative style come through at its best. The Praise of Folly (first published in 1511) is the most famous of these examples.

In this paper we examine the perceptions of ERASMUS agents’ of Polish students’ participation in the EP. We provide a Bourdieusian analyse of the cultural and social capital acquisition of students based on the qualitative data, collected through semistructured, in-depth interviews with Erasmus agents, of a European research project. We argue that: Polish students’ participation in the EP has a positive impact on their academic achievement, cultural, social and linguistic capital, but, at the same time, it has a negative impact on degree completion of students as they get highly paid jobs, which prevent them from fully developing their cultural capital; ERASMUS Tourism has its value and place in the EP, because it provides students with the opportunity to develop their cultural, social and linguistic capital; and a Bourdieusian analysis of the experiences of ERASMUS students provides a better understanding of the impact student participation in the EP on their
development.

This article presents evidence that the effectiveness of receiving personal benefits from one's country EU membership may have been overestimated. Based on the findings of a longitudinal survey on Erasmus students' attitudes towards the EU, it shows that the ...

Studying abroad as part of a degree has become commonplace for many students in European and other developed countries. Universities actively promote opportunities as part of internationalization strategies. Whilst research has looked into the ‘abroad’ aspect of study abroad, there is less literature on the ‘study’ aspect, and in particular, the effects that the period has on academic achievement. This article provides evidence that studying abroad has a beneficial effect on overall academic achievement. The article compares the final degree grades of students at Sheffield Law School (UK) who participated in a year studying abroad, with those who did not. Interviews with students across the period deepen the qualitative dimension to the research by exploring how students felt about their academic experience. Whilst few students opt to go abroad for the purposes of improving grades, most feel that the additional confidence and maturity, alongside deeper knowledge of their subject and a break in the pattern of their studies, contributes to their higher achievement.

This paper argues that the recent trend in early modern studies occasionally referred to as the “new humoralism”, which lays heavy emphasis on the physiological and humoral significance of the emotions in seventeenth-century Renaissance literature, pays insufficient attention to the theological traditions of Christian humanism in the sixteenth century. In particular, the article traces a trajectory of the use of metaphors of clean versus muddy and calm versus turbulent water in Erasmus, John Calvin, John Donne and Edward Reynolds to illustrate the complexity of literary-theological discourse revolving around affectivity in sermons, treatises and biblical commentaries in the period, while simultaneously establishing the continuity of an exegetical tradition concerning Christ’s emotions.

The outcome of the Brexit referendum is the apex of a long history of Euro-British relationships characterised by two opposing but coexisting stereotypes. On the one hand, England appears as the freedom-seeking nation resisting restrictive collective policies imposed by a totalitarian EU regime of faceless Brussels bureaucrats. On the other hand, England seems to resurrect its imperialistic superiority against the purported democracy and horizontality of European institutions. Adopting the notion of “cultural intimacy”—with which Michael Herzfeld analyzes the mutual engagement of contrasting positions in political and administrative practices—this paper addresses the equally stereotypical images of an indifferent, inhuman European bureaucracy and of an insular, cynical Great Britain in the works of Malcolm Bradbury and Tim Parks. Be it the allegedly liberal yet nationalistic stance of Thatcherist anti-Europeanism in Bradbury, or the British disaffection with the purported identitarian and cultural levelling within the common borders of the Schengen area and of the single currency, both authors’ symbolic constructions of European institutions and of British Euroscepticism are built as cultural entanglements of these two realities, and show the need to overcome the reductive conception of Europe as a failed super-state.

The Erasmus programme contributes to quality improvement in higher education at 3 levels: system (policy), institutional, and
individual, and thus enhances employability of university graduates who have taken part in Erasmus mobility. This paper aims to
present selected results of a large-scale empirical study on the impact of international student mobility on subsequent
employability and professional career. We addressed our questionnaire to 14705 Polish alumni, including all Erasmus
programme participants in 2007 and 2008. We have received 2450 completed questionnaires. As the survey was conducted in
2012, the respondents could report their professional career over 5-6 years after the return from a study period abroad. Only 1.6%
of the former international student mobility participants mentioned they had never worked, with a vast majority having a whitecollar
job or even a managerial position. As much as 68.6% reported they had ever worked abroad. We wanted our respondents
to estimate the importance of selected factors for their career development and job position. Higher education and proficiency in
foreign languages were judged very important by the majority of our study subjects. 1/3 of former international student mobility
participants considered international experience to have a very important influence on their professional development and
position.

By ERIKA RUMMEL -- This first full-length study of Erasmus' translations of classical literature examines his approach to translation and, more generally , his role as a transmitter of the classics. It traces in chronological order the progress of his Greek studies and the publication history of his translations from Greek into Latin; these included selections from the works of Libanius, Euripides, Plutarch, Lucian, Galen, Isocrates, and Xenophon. It also illustrates Erasmus' methods with appropriate examples from his own texts and from those of his predecessors and contemporaries. In so doing it provides an overview of the state of Greek literature in the Renaissance. Erasmus shifted from literal translation to a more liberal approach-a change in attitude that was accompanied by a redefinition of his role as a translator. In his early work he had pursued private goals, regarding his versions from secular authors as practice pieces for his magnum opus, the New Testament. In later years his approach became more reader-oriented. He saw his work in terms of a service to scholarship-making Greek literature accessible to Latin readers and acting as their guide to classical thought. He was concerned not only with the mechanics of conveying the factual contents and literary qualities of the original, but also with the applicability of its moral content to Christian philosophy. This book includes a chapter on Erasmus' New Testament version; by allowing a fuller evaluation of Erasmus' contribution to philology, this subject adds an important dimension to the book. Erasmus' translations of Greek texts reflect two concerns that dominated his life. As an educator he wanted to see classical philology firmly established in the curriculum of schools; as a Christian humanist he wanted to convince biblical scholars that it was an indispensable tool of their profession.
ERIKA RUMMEL is Executive Assistant to the Editorial Board of the Collected Works of Erasmus.
(This text was made available at the following website: https://www.pdfdrive.com/erasmus-as-a-translator-of-the-classics-e189229678.html)

This paper aims to analyse obstacles to international student mobility in Poland at the level of university education. We provide selected results of our empirical study among non-mobile Polish students. According to our study subjects, the following reasons for the decision not to study abroad were the most important: insufficient financial support, fear of separation from one’s partner or family, lack of motivation, insufficient information about mobility opportunities, fear of losing one’s job, and an obligation to take care of one’s child or parent. We review the literature of the subject concerning outward student mobility barriers.

On the basis of a large-scale online survey, we examined the self-reported effects of and satisfaction with international student
mobility among Polish tertiary education students who took part in such mobility 5-6 years before the survey. They emphasised
the following benefits: improving their foreign language skills, making international friends, enhancing their intercultural
understanding, becoming more mobile, independent, self-confident, and feeling more European (an identity effect). More than
2/3 of our respondents indicated the highest possible level of general satisfaction with their international student mobility and
more than 90% of the study subjects did not hesitate to recommend such an experience to their friends. Therefore, promoting the
participation of university students in study periods abroad seems both an attractive and a valuable educational technology, at
least from the Polish perspective.

Erasmus's 1516 Latin–Greek New Testament edition differed from the Latin Vulgate in several ways. A small number of textual variants with doctrinal implications involved Erasmus in considerable controversy. Medieval Western theologians had often relied on the " Johannine Comma " (the long reading of 1 John 5.7-8), established in the Latin Vulgate during the late Middle Ages, as an important scriptural foundation for the doctrine of the Trinity. However, when Erasmus showed that this variant was not present in the Greek manuscript tradition, he was accused of promoting Arianism. Eras-mus's debates with the cleric Edward Lee and the textual critic Jacobus Stunica exposed tensions between theologians, jealous of their authority in scriptural interpretation, and humanists, who claimed to understand the Bible better than theologians by virtue of their philological skills. This article concludes by exploring the Inquisition's failed attempt to find a consensus on this issue in 1527.

Atendiendo a diversas fórmulas de inicio de turno conversacional que aparecen profusamente en los Colloquia familiaria de Erasmo y sus traducciones caste-llanas, se analiza en este artículo cómo dichas fórmulas se convierten en una estrategia discursiva característica de la tradición del diálogo renacentista y barroco. Su rutinización en este tipo de textos puede interpretarse como una manifestación del ideal de natura-lidad estilística en boga a partir de la primera mitad del siglo XVI en la literatura cas-tellana.

Regarding some formulae at the beginning of the dialogical turns that profusely appear at Erasmus's Colloquia familiaria and its Castillian translations , we study in this paper how these formulae become a discursive strategy which characterizes the dialogical tradition at the Renaissance and Baroque. Its routinization in texts of this kind may be interpreted as an expression of the ideal of natural style that succeeded since the first half of the 16 th century in Castilian literature.

Herdt's Putting On Virtue has two chief aims. The first is to champion the virtue tradition against Christian moral quietism and modern deontological ethics. The second is to facilitate reconciliation between Augustinian and Emersonian virtue. To accomplish these tasks Herdt constructs a counter-narrative to Schneewind's Invention of Autonomy, in which Luther's resignation and Kant's innovation are tragic consequences of “hyper-Augustinianism”—a competitive conception of divine and human agency, which leads to excessive suspicion of acquired virtue. This review argues that Putting On Virtue succeeds in its first aim but leaves its second intriguingly uncompleted. Despite this deficiency, however, this essay also argues that Putting On Virtue makes plausible Herdt's audacious suggestion that Augustinian and Emersonian perfectionism may be reconciled by bringing acquired and infused virtue under a single term.

The Valencian humanist Juan Martín Cordero was in Flanders during the visit of Philip II and his court between 1555 and 1559. There interacted with noble, royal secretaries, humanists, merchants and printers, but we had very little data on this and in many cases were contradictory. This work defines and explores the figure of Cordero in Flanders through his memories and the editions of his works.
El humanista valenciano Juan Martín Cordero estuvo en Flandes durante la estancia de Felipe II y su corte entre 1555 y 1559. Allí, interactuó con nobles, secretarios reales, humanistas, comerciantes e impresores; sin embargo, teníamos muy pocos datos sobre esto y, en muchos casos, eran contradictorios. Este trabajo delimita y estudia la figura de Cordero en Flandes a través de sus memorias y de las ediciones de sus obras.

The Central European Exchange Programme for University Studies (CEEPUS) was founded more than 25 years ago with the aim of supporting the strategic role of the region by academic and further cooperation among the Central, Eastern and Balkan States of Europe. Its framework covers mobility grants for students and teachers within academic networks designed to operate joint programmes and degrees. The importance and impact of CEEPUS are less researched and highlighted compared to the European Union flagship Erasmus Programme, but its results and potential made a comeback to international political agendas and are an actual topic on policy forums. The current scheme is secured only until 2025. Therefore, this research intends to support decision and policymaking processes for future planning by presenting the outcomes of programme participation and necessary changes for improvement and to answer whether the CEEPUS is still needed besides the Erasmus+ and other mobility programs. Hungary is among the founders and one of the most important member states considering the allocated grants, the number of professional networks and mobilities—that make the processed sample representative and valuable.

A country's mobility pattern is largely influenced by its previous historical development and current socio-economic situation. Hungary and Romania, due partly to the legacy of their socialist past, share many of their social and economic characteristics, which differ from countries in Western Europe. Such differences are also present when looking at the issue of international youth mobility, which contrast not only by rate but also by type in post-socialist countries when compared to Western Europe. The main objective of the present paper is to analyse the differences and similarities between Eastern and Western European countries with regard to one mobility programme – Erasmus+. The article presents the differences looking at macro data and quantitative questionnaire data.

Özet:
Bu araştırmanın amacı, Türk Erasmus değişim öğrencilerinin akademik yaşantılarının ve programın kendilerine olan katkıları hakkındaki görüşlerinin niteliksel olarak incelenmesidir. Araştırmanın kaynak verileri, yüz yüze görüşme yöntemiyle ve yarı yapılandırılmış bir görüşme formu kullanılarak elde edilmiştir. 12 farklı disiplinden 15'i devlet, 15'i özel kurumlardan olmak üzere İstanbul'dan toplam 30 öğrenci yarı yapılandırılmış bir görüşmeye katılmaya davet edilmişlerdir. Görüşmeler ses kayıt cihazıyla kayıt altına alınmış ve transkripsiyonları çıkarılmıştır. Veriler içerik analizi yöntemi ile analiz edilmiştir. Araştırmanın sonuçları bir başka ülkede akademik deneyim kazanma dileğinin öğrencilerin yurtdışında eğitim görme kararları üzerinde en güçlü etkiye sahip olmamasına rağmen kendilerinin yurtdışında eğitim görmeyi akademik açıdan önemli ve avantajlı bulduklarını ve profesyonel olanlara ek olarak, elde ettikleri sosyal, kişisel, dilsel ve kültürel faydalara çok fazla önem verdiklerini ortaya koymuştur. Öğrencilerin tamamına yakınının ev sahibi kurumlarda şahit oldukları eğitim ortamlarından ve öğrenci odaklı öğretim tarzından etkilendikleri anlaşılmaktadır. Bu bulgulara göre, Türk yükseköğretim kurumlarında öğrencileri derslere katılmaya teşvik eden eğitim ortamları ve öğretim yöntemlerinin yaratılmasının ve daha fazla sorgulamaya, araştırmaya ve uygulamaya dayalı bir eğitim sisteminin varlığının değeri ve gerekliliği önem kazanmaktadır. Bu araştırma ayrıca öğrencilerin ilk başta yurtdışını görme şansı elde etme, değişik kültürleri tanıma ya da kişisel faydalar elde etme gibi amaçlarının daha sonra akademik ve profesyonel amaçları içine alarak yön değiştirdiğini göstermiştir. Sonuç olarak, elde edilen bulgular doğrultusunda kurumlara, gelecekte programa katılmayı düşünen öğrencilere ve araştırmacılara önerilerde bulunulmuştur.

Abstract
The purpose of this research was to examine the Turkish Erasmus exchange students' academic lives and their views on the contributions of the program using qualitative method. The data of this research were collected with the use of a semi-structured questionnaire that was administered by direct interviews. A total of 30 students, 15 from state and 15 from private universities in İstanbul, were invited to participate in a semi-structured interview. Results of the research revealed that although the wish to gain academic experience in another country does not have the strongest influence on their decision to study abroad, students find studying abroad academically important and advantageous, and they put much emphasis on the social, personal, linguistic and cultural benefits they gain in addition to professional ones. It is understood that almost all students were affected by the learning environments and the student-centered teaching method they witnessed. According to these findings, the value and necessity of creating learning environments and teaching methods promoting student participation and an education system based on questioning, researching and practice gain importance. The results of this research also showed that students' initial aims such as getting the chance to see abroad, meeting new cultures or gaining personal benefits later changed direction by embracing academic and professional aims. Finally, in the light of these findings, suggestions for institutions, future exchange students and researchers were presented.

El Gran Canciller Gattinara acompañó a Carlos V en momentos muy críticos para la Historia de España y de Europa. Su mano se adivina en la pacificación de Castilla tras la guerra de las Comunidades, en la reconstrucción de la Cristiandad tras el Saco de Roma y el desafío de la Reforma luterana o en la eficaz organización del gobierno de un Imperio de dimensiones gigantescas, que abrazaba Europa y América. Discreto y silencioso, fue -según algunos- el arquitecto oculto del Imperio de Carlos V. Por tal motivo ha sido valorado positivamente o negativamente, como idealista o como refinado maquiavélico. Lejos de fáciles simplificaciones el lector contemplará las luces y sombras de un personaje complejo, humanista, amante de las artes, lector de Erasmo y de Dante pero también supersticioso y dependiente de soñadores y astrólogos para tomar decisiones tanto en su vida privada como en la pública.

This article addresses Thomas More’s use of an especially complex Latin predicate, fio, as a means of examining the degree of classicism in this aspect of his writing. To this end, the main lexical-semantic and syntactic features of the verb in Classical Latin are presented, and a comparative review of More’s use of the predicate —and also in texts contemporaneous to More, as well as in Late and Medieval Latin— in both prose and poetry is made. The analysis shows that he works within a general framework of classicism, although he introduces some of his own idiosyncrasies, these essentially relating to the meaning of the verb that he employs in a preferential way and to the variety of verbal forms that occur in his poetic text.

There is an increasing role of online social networks in the life of young Poles. We conducted a large-scale
survey among Polish former Erasmus students. We have received 2450 completed questionnaires from alumni of
115 higher education institutions all over Poland. 85.4% of our respondents reported they kept in touch with
their former Erasmus colleagues. Unsurprisingly, it is the social networking website communication that largely
prevails as the most frequent communication channel. Almost 2/5 of the study subjects considered it to be the
most used in this context. We were interested in the patterns of use of social networking websites among our
respondents. Although 10 social networks were included in the catalogue of answers, it turned out that only 4 of
them played a significant role in our sample. The most popular was Facebook, which was number one in
socialising with both local and international friends. LinkedIn and GoldenLine.pl were reported to serve mainly
for professional purposes, including job searching and maintaining a professional network. The use of nk.pl was
confined to contacts with local friends. 514 respondents, i.e. 21.7%, said they had created a group in a social
networking website to keep in touch with former Erasmus student friends.

This paper establishes the 'emblematic' use of natural history as a propaedeutic to self-betterment in the Renaissance; in particular, in the natural histories of Gessner and Topsell, but also in the works of Erasmus and Rabelais. Subsequently, it investigates how Francis Bacon's conception of natural history is envisaged in relation to them. The paper contends that, where humanist natural historians understood the use of natural knowledge as a preliminary to individual improvement, Bacon conceived self-betterment foremost as a means to Christian charity, or social-betterment. It thus examines the transformation of the moralizing aspect of Renaissance natural history in Bacon's conception of his Great Instauration.

In this insightful and look at the practical challenges and possibilities for Christian life in the global age, Schweiker investigates Christianity’s current relevance and discusses how the life of faith can be oriented.

Explores the big religious themes of modern life, including religious identity in global times, the role of conscience, integrity, and versions of religious humanism

Written by an author who is internationally recognized as one of the world’s leading theologians

Draws on the work of some prominent contemporary philosophers and theologians to clarify the nature of faith

Unique in its appreciation of the ambiguity of religion – in its representations of the highest human achievements as well as the very worst of human actions – using a balanced and engaged approach to discusses contentious theological and intellectual issues

Aphorisms—or philosophical short sayings—appear everywhere, from Confucius to Twitter, the Buddha to the Bible, Heraclitus to Nietzsche. Yet despite this ubiquity, the aphorism is the least studied literary form. What are its origins? How did it develop? How do religious or philosophical movements arise from the enigmatic sayings of charismatic leaders? And why do some of our most celebrated modern philosophers use aphoristic fragments to convey their deepest ideas? In A Theory of the Aphorism, Andrew Hui crisscrosses histories and cultures to answer these questions and more.

With clarity and precision, Hui demonstrates how aphorisms—ranging from China, Greece, and biblical antiquity to the European Renaissance and nineteenth century—encompass sweeping and urgent programs of thought. Constructed as literary fragments, aphorisms open new lines of inquiry and horizons of interpretation. In this way, aphorisms have functioned as ancestors, allies, or antagonists to grand systems of philosophy.

Encompassing literature, philology, and philosophy, the history of the book and the history of reading, A Theory of the Aphorism invites us to reflect anew on what it means to think deeply about this pithiest of literary forms.



“This is a landmark book of enormous originality and breathtaking scope, immensely learned and beautifully written. Andrew Hui shows us why the aphorism has been omnipresent in world philosophy and religion: the aphorism provokes, confuses, reveals, and inspires in a different way on every page. His explanatory model draws vital new connections over geography and time as authors and their readers move constantly between density and unfolding, canonization and radical openness.”—Kristine Haugen, California Institute of Technology

This is the first in-depth historical study of Jan Gossart (ca. 1478-1532), one of the most important painters of the Renaissance in northern Europe. Providing a richly illustrated narrative of the Netherlandish artist's life and art, Marisa Anne Bass shows how Gossart's paintings were part of a larger cultural effort in the Netherlands to assert the region's ancient heritage as distinct from the antiquity and presumed cultural hegemony of Rome.

Focusing on Gossart's vibrant, monumental mythological nudes, the book challenges previous interpretations by arguing that Gossart and his patrons did not slavishly imitate Italian Renaissance models but instead sought to contest the idea that the Roman past gave the Italians a monopoly on antiquity. Drawing on many previously unused primary sources in Latin, Dutch, and French, Jan Gossart and the Invention of Netherlandish Antiquity offers a fascinating new understanding of both the painter and the history of northern European art at large.

Los estudios acerca de la obra de Erasmo y su influencia en la literatura europea del Renacimiento e incluso de siglos posteriores han sido numerosos, aunque por lo general se han dedicado a rastrear la estela ideológica y literaria del autor holandés. En este trabajo se adopta una perspectiva propiamente sintáctica y discursiva para el análisis de las primeras traducciones castellanas de los Colloquia erasmianos con el fin de establecer las características más significativas del discurso dialógico del siglo XVI, un tipo de discurso que encuentra en los Coloquios de Erasmo y en sus traducciones un hito esencial para su desarrollo. Relacionados con este eje conductor del volumen, se tratan también algunas cuestiones teóricas imprescindibles en un trabajo de esta índole, como las que se refieren al análisis histórico del discurso, la teoría del diálogo y la teoría de la traducción. Concretamente, por lo que a esta última respecta, se presta atención a la relación que se establece entre el latín y el castellano y a la actitud que los diferentes intérpretes muestran a la hora de traducir los diálogos, habida cuenta de que todavía en esta época pesa el tópico de la inferioridad de la lengua romance respecto de las lenguas clásicas

The article focuses on the financial issues and family background of Erasmus students. It examines the costs of Erasmus study periods in the academic year 2004/05 and the socio-economic background of Erasmus students that year, based on over 15000 survey responses. Results are compared with those of a similar survey undertaken in 1998 to track changes over the last decade. The main question that the article addresses is whether international mobility of higher education students within the Erasmus programme has been expanded to more students from lower socio-economic backgrounds during this period. We find that, in spite of still important socio-economic barriers to the take-up of the programme, access has been moderately widened. LE MILIEU SOCIO-ÉCONOMIQUE DES ÉTUDIANTS: UNE TENDANCE VERS UNE INCLUSION PLUS LARGE? – l’article se concentre sur les questions financières et l’arrière-plan familial des Étudiants Erasmus. Il examine le coût des pÉriodes d’Étude avec Erasmus pour l’annÉe universitaire 2004/05 ainsi que le milieu socio-Économique des Étudiants Erasmus de cette même annÉe, se basant sur une enquête ayant obtenue plus de 15000 rÉponses. Les rÉsultats sont comparÉs à ceux d’une enquête semblable entreprise en 1998 pour dÉpister les changements intervenus pendant la dernière dÉcennie. La question principale que l’article aborde est si, au sein du programme Erasmus, la mobilitÉ internationale des Étudiants dans l’Éducation supÉrieure a augmentÉ pendant cette pÉriode afin d’inclure plus d’Étudiants de milieux socio- Économiques infÉrieurs. Nous constatons que, malgrÉ des barrières socio-Économiques toujours importantes, l’accès y a ÉtÉ modÉrÉment Élargi. ZUM SOZIOÖKONOMISCHEN HINTERGRUND ERASMUS-STUDIERENDER: GEHT DER TREND ZUR ERWEITERTEN AUFNAHME? – Der Artikel befasst sich mit der finanziellen Situation und dem familiären Hintergrund von Erasmus-Studierenden. Auf der Basis von über 15000 ausgefüllten Fragebogen werden die Kosten der Erasmus-Studienperioden im akademischen Jahr 2004/05 sowie der sozioÖkonomische Hintergrund der Erasmus-Studierenden dieses Jahrgangs untersucht. Die Ergebnisse werden mit denen einer ähnlichen Umfrage aus dem Jahre 1998 verglichen, um so Veränderungen im Lauf der letzten zehn Jahre sichtbar zu machen. Der Schwerpunkt des Artikels liegt auf der Fragestellung, ob sich die internationale Mobilität von Hochschulstudierenden im Erasmus-Programm so gesteigert hat, dass auch Studierende mit niedrigerem sozioÖkonomischen Hintergrund während dieser Periode ins Programm aufgenommen werden konnten. Unserer Meinung nach hat sich der Zugang zum Programm leicht verbessert, obwohl es immer noch bedeutende sozioÖkonomische Barrieren gibt. ¿UNA INCLUSIÓN MÁS AMPLIA? EL PERFIL SOCIO-ECONÓMICO DE LOS ESTUDIANTES ‹ERASMUS’ – Este artículo se centra en la situaciÓn econÓmica y en el perfil familiar de estudiantes con beca Erasmus. Analiza los costos de los períodos de estudios Erasmus del año académico 2004/05 y el perfil socio-econÓmico de estudiantes Erasmus durante ese año, basado en mÁs de 15.000 respuestas a una encuesta de dichos estudiantes. Estos resultados se comparan con los de una encuesta similar realizada en 1998, con el fin de detectar los cambios producidos durante la última década. La pregunta principal que plantea este artículo es si el programa Erasmus ha ampliado la oportunidad de movilidad internacional de los estudiantes de enseñanza superior con niveles socio-econÓmicos mÁs bajos durante ese período. Constatamos que, pese a que sigan existiendo barreras socio-econÓmicas importantes, el␣acceso se ha ampliado moderadamente.